The Seven Laws of Learning: How to Teach Almost Anything to Anyone

The Seven
Laws of the
Learner
Bruce Wilkinson
Monday, 9 September 13

Subtitle:
How to teach
almost anything to
practically anyone

The book is the result of:
Repentance
- his philosophy and practice of
communication had been wrong
- seven times in the Bible he found
concepts that were the opposite of what
he had thought
Examination of Scriptures and master
teachers and communicators.
Most of what is said about Christian
teaching focusses upon content

Truth (content) is the basis of life change -
but how that is communicated has a great
deal to do with how much freedom is
enjoyed.
The book does discuss content - however
its primary consideration is upon what the
teacher does to communicate that content.
Students come needing to “know, be or do”
- a teacher is responsible for enabling them
to do this.

Some people have been able -
with years of practice - to
master the skill of boredom.
Others, wherever they are
and whatever they teach,
lasting life change takes
place. They do this by
mastering the universal
laws of teaching - which
work regardless of subject,
speaker, students or society.
These laws are the content of
the book.

How the book is organised
First chapter - aims
at changing your
beliefs about
teaching - your
attitude - to create
a powerful shift in
your thinking
Second chapter -
aims at changing
your behaviour as a
teacher - your
actions - to equip
you with an
effective method
and approach which
can be used
instantly
Each of the 7 laws is discussed in
two chapters:

The book contains many stories and
anecdotes of how Wilkinson has seen the
laws work effectively in practice. These
notes will not include most of them but
will focus on what the law is - we shall
then discuss how you can implement it.

Discussion will be
based upon your work
- you having read the
notes beforehand - and
then having thought
about them, asked
about your own
understanding and
looked at the
practicalities of doing
the law in your own
context

Law 1:
The Law of the
Learner
Pages 13-78
9

Law 1:
The Law of the Learner
Mindset, Model
and Maxims
10

Law 1 - the law of the
learner:
The teacher is
responsible for
causing the student
to learn
11

Every master teacher...shares the
mindset that it is his responsibility
to cause the student to learn.
12

Every master teacher...shares the
mindset that it is his responsibility
to cause the student to learn.
12
What does this mean for you as a
teacher? How will you teach,
prepare, approach your classes?
Does it make any difference?
List 5 things you would do if
you believed this statement

The usual mindset today is that
teaching is what a teacher says
rather than what the student
learns
Teachers (by their actions) have
deﬁned teaching as:
“The [coherent] speaking of an adult
located at the head of a class to a
passive gathering of students”
They cover the material and that
is enough; teaching is about the
teacher
13

The best teachers realise teaching is
about what the students do.
Covering the material or your notes
is never enough.
Biblical teaching doesn’t take
place unless the students have
learned.
Wilkinson says that according to
Hebrew grammar to teach can be
deﬁned as, “To busy oneself with
the students learning. It also means
to urge, to cause others to do”

Teaching is “causing
learning”.
So how do you know if
you are a good teacher?
By what your
students learn.
15

Normally a teacher focusses on the subject /
content and the student listens
All attention is on the content - students do
not need to concentrate.
Lecture
Words
Write
Listen
Communicator
Speaker
Student
Class
Content
Subject
16

Here the teacher focusses on the student
Causes to Learn
Communicator
Speaker
Student
Class
Content
Subject
17

One frustrated parent wrote this to a school
where his daughter was failing to learn:
“I get no choice where I send my child to school. I
can only go where it is free. And she’ not
learning. That’s your responsibility... It’s the
teachers responsibility...And when you fail, when
everybody fails my child, what happens?
Nothing. Nobody gets ﬁred. Nothing happens to
nobody except my child.”
18

Learner Maxims
A maxim is a brief
statement of a general
principle or truth.
So each of the maxims
will reﬂect a different
facet of what it means
to ‘cause to learn’
19

Maxim 1: teachers are responsible
for causing students to learn
What would happen if you
took the students marks as
your own - as an assessment of
your performance?
What grade would your
students give you?
Is it ever right that you sit
through a class (or sermon) and
after it can’t remember a thing?
20
Maxim 1:
teachers are
responsible for
causing
students to
learn

Maxim 1: teachers are responsible
for causing students to learn
What would happen if you
took the students marks as
your own - as an assessment of
your performance?
What grade would your
students give you?
Is it ever right that you sit
through a class (or sermon) and
after it can’t remember a thing?
20

Because we are used to such ‘teaching’ it does not
mean we have to settle for it in our own lives.
We do not have to live in passivity!
One dictionary deﬁnes teach as “to cause to
know a subject” - it is in modern thinking we
have reduced teaching to delivering material
21

Warning
22

As a teachers your role is being
considered here.
However it is not only the
responsibility of the teacher to
cause learning
We have to be aware that the
responsibility to learn is held by
others too - students, parents and
other related or interested people.
Warning
22

Do not blame your teacher
for your poor grade - you
have to take personal
responsibility too.
In fact this incorporates
another law - the Law of the
Student, you learn like you
are 100% responsible, and,
the teacher teaches like they
are 100% responsible
23

Maxim 2: Teachers will stand
accountable to God for their influence
Responsibility is
partnered by
accountability - we have
to give an account for
our performance.
All will give an account
on the day of judgement
- and teachers more so!
24
Maxim 2: Teachers
will stand
accountable to God
for their
influence

Responsibility is
partnered by
our performance.
24

Responsibility is
partnered by
our performance.
24
"Beware of false prophets, who come to
you in sheep’s clothing but inwardly
are ravenous wolves. You will
recognize them by their fruits. Are
grapes gathered from thornbushes, or
ﬁgs from thistles? So, every healthy tree
bears good fruit, but the diseased tree
bears bad fruit. A healthy tree cannot
bear bad fruit, nor can a diseased tree
bear good fruit. Every tree that does
not bear good fruit is cut down and
thrown into the ﬁre. Thus you will
recognize them by their fruits.

For we must all appear before the judgment seat
of Christ, that each one may receive what is due
him for the things done while in the body,
whether good or bad.
2 Cor 5:10
Not many of you should presume to be teachers,
my brothers, because you know that we who
teach will be judged more strictly.
James 3:1
25

Obey your leaders and
submit to their authority.
They keep watch over you
as men who must give an
account. Obey them so
that their work will be a
joy, not a burden, for that
would be of no advantage
to you.
Heb 13:17
26

Wilkinson applies this to all who hold positions
of authority, and suggests we note:
God holds us accountable because we are
responsible;
God thinks teaching is very important;
we will give account for our souls;
If some classes cause you more grief realise that
the same applied to Jesus - look at the Sadducees
and Pharisees attacking his content, reputation
and taking his life. God does not promise if your
teaching is good the students will respond well
27

“Teach when you
experience joy, and teach
when you feel grief. Teach
because God has divinely
called and commissioned
you. Teach for your
student’s grade on
Friday’s test and teach
for your grade on the Final
test.”
Bruce Wilkinson (page 26)
28

learner:
The teacher is
responsible for
causing the student
to learn
29

Maxim 3: teachers are responsible because
they control subject, style and speaker
Teachers have great control:
Full control over the subject - words,
change subject at any time, illustrations,
depth of coverage...
Control of style - delivery method,
shout, whisper, jump, small groups,
lectures, ﬁlms, role play...
30
Maxim 3: teachers
are responsible
because they
control subject,
style and speaker

Maxim 3: teachers are responsible because
they control subject, style and speaker
Teachers have great control:
Full control over the subject - words,
change subject at any time, illustrations,
depth of coverage...
Control of style - delivery method,
shout, whisper, jump, small groups,
lectures, ﬁlms, role play...
30

Control of the speaker - controls
himself, his dress (within
boundaries of the school),
timings, friendliness, sit, stand...
The only major part of the process
the teacher doesn’t control is the
student.
Yet the law says a teacher is
supposed to cause the student to
learn - how then does this law
work?
31

The teacher causes the student to
learn by correct use of the subject,
style and speaker.
Effective teachers control these three
elements - ineffective ones don’t.
Effective teachers recognise what is
stopping a student from learning,
the problem, and readjust
accordingly.
If you think there is a problem with
your class look at yourself ﬁrst
32

Maxim 4: teachers should judge their
success by the success of their students
Suppose you were a principal
interviewing two candidates for
high school science teacher.
Which of these two candidates
would you select?
33
Maxim 4: teachers
should judge
their success by
the success of
their students

Maxim 4: teachers should judge their
success by the success of their students
Suppose you were a principal
interviewing two candidates for
high school science teacher.
Which of these two candidates
would you select?
33

Candidate A Female, forty-
eight-years of age, married
with three grown children,
master's degree in science,
twenty years of teaching
experience, published
numerous articles in
magazines and journals,
served on various
administrative committees,
working on a doctorate, hobby
of gardening and raising
award-winning orchids.
34

Candidate B. Male, twenty-ﬁve-
years of age, single but has a cat
named Whiskers, bachelor's degree
in science, three years of teaching
experience, no published articles or
books, served on building and
grounds committee, considering
starting master's next couple of
years, hobby water skiing and
volunteers at the nearby zoo.
35

You have no way of knowing. If the
deﬁnition of teach is "cause to learn," then
none of the above information gives me any
clue as to the real teaching ability of either.
Not the gender, the age, the marital status,
the earned degrees, the articles published,
the committees served, the hobbies, not even
the years of teaching experience.
It's decision time. Would you
hire candidate A or B?
Why?
36

You have no way of knowing. If the
deﬁnition of teach is "cause to learn," then
none of the above information gives me any
clue as to the real teaching ability of either.
Not the gender, the age, the marital status,
the earned degrees, the articles published,
the committees served, the hobbies, not even
the years of teaching experience.
36

Their credentials are relevant and important.
But none of them tell us anything about how
effective that person will be in the classroom
because they all center around the teacher, not
what the teacher can do in the lives of the
students. Both could be poor teachers, or they
could be outstanding.
The only fact which indisputably proves what
kind of teachers the candidates will make is
how their previous students performed.
37

A professor may be a great
leader, a smart woman,
and an outstanding
author, but performance
as a teacher earns her
grade. Never forget this.
The most important test of
teacher effectiveness is
student performance.
38

Often the more degrees
behind a teacher's name, the
less effective the teacher is.
More knowledge doesn't
necessarily make a better
teacher.
The focus must be upon the
results of those educational
activities. The most important
test of teacher effectiveness is
student performance.
39

"who the teacher is" (character
and commitment) compared
with "what the teacher
says" (communication).
Which is most
important - why?
40
Maxim 5: Teachers
impact more by
their character
and commitment
than by their
communication

Which is most
important - why?
40

Maxim 5: Teachers impact more by
their character and commitment
than by their communication
Which is most
important - why?

-


40

Maxim 5: Teachers impact more by
their character and commitment
than by their communication
Which is most
important - why?

-


40
Maxim 5: Teachers
impact more by
their character
and commitment
than by their
communication

Who are your favorite teachers. Usually people
choose teachers they liked.
“What you do speaks more clearly than what you
say," "Actions speak louder than words"
When words and actions are in opposition, actions
always overpower words.
41

A local church is told that
their pastor is divorcing
his wife to marry another
married woman in the
same church.
What would you do?
42

Is it possible for that pastor to openly sin,
splitting his own family and another
woman's, and still be a powerful preacher?
Some of the world's "greatest" teachers and
preachers are openly opposed to Christ.
We make a mistake when we think that just
because a man or woman can teach
effectively or pastor graciously or preach
powerfully that the hand of the Lord must
be on that life.
43

God's principles for
ministry have always been
the same: ﬁrst the
character, then the
communication. 1 Timothy
and Titus are clear - the life
of the communicator must
ﬁrst be in harmony with
the message before he
speaks the message.
44

In fact, character will always control the content
- eventually. The Spirit of God is quenched, sin
is given free reign - then the teacher or preacher
will begin to shape the content to match his
lifestyle.
Adults asked to select the teacher who most
inﬂuenced them, it is always the one who had
the most noble character and commitment.
Those teachers usually were not the easiest nor
the hardest in the classroom, but something
about them a roused genuine respect and
admiration.
45

learner:
The teacher is
responsible for
causing the student
to learn
46

Maxim 6: Teachers exist to serve the
students
The teacher in the
classroom is supposed to
be the waiter - serve the
water and re ﬁll the
plate and ask the people
if there is anything else
they would like?
47
Maxim 6: Teachers
exist to serve the
students

Maxim 6: Teachers exist to serve the
students
The teacher in the
classroom is supposed to
be the waiter - serve the
water and re ﬁll the
plate and ask the people
if there is anything else
they would like?
47

Teachers have forgotten that
they exist to meet the needs of
their students, not their own.
Serving students can be much
like loving our children. Often
we do things for our children
that we think communicate
love to them, but they don't
receive it that way. Many times
teachers strive to serve their
students, but their students
don't feel it.
48

All Seven Laws of the Learner are focused on this
very issue--How does the teacher truly serve the
student in the classroom? As you began to
understand these laws and practice them, you will
see frustration replaced by motivation. You'll have
an incredible set of transferable skills that will
work with any subject you are teaching to any age
student.
49

Maxim 7:Teachers who practice the
Laws of the Learner and Teacher
can become master teachers
Master teachers are not born or
manufactured, just improved! To
believe that people are born great
teachers is an illogical as believing
that people are born great scientists.
There are degrees of natural ability,
but the majority of people who
achieve in their ﬁelds do so with
persistent effort over a long period
of time. 50
Maxim 7:Teachers
who practice the
Laws of the
Learner and
Teacher can
become master
teachers

Maxim 7:Teachers who practice the
Laws of the Learner and Teacher
can become master teachers
Master teachers are not born or
manufactured, just improved! To
believe that people are born great
teachers is an illogical as believing
that people are born great scientists.
There are degrees of natural ability,
but the majority of people who
achieve in their ﬁelds do so with
persistent effort over a long period
of time. 50

Real effectiveness if
developed through many
years of improving just a
few steps at a time.
Wilkinson tells the story of
a teacher whom he wanted
to dismiss but the dean
wanted to keep for one
more year. Wilkinson
questioned why he was so
supportive of this poor
performance, and he said...
51

..."this man is working harder to improve
himself than anyone else on the faculty. He is
watching the videos of the best teacher,
having his wife and friends constantly
evaluate him, always asking me for ways to
improve. I believe he can do it, and he
deeply wants to."
The next year, when evaluations were made
to determine the top ten, guess who had
achieve it? This same man Wilkinson was
ready to dismiss the year before.
52

Did he have those rare
abilities to make it
naturally to the top tine?
No, he didn't. The best
rarely are composed of
the people who have the
most natural talent, but
rather by those few who
have a passion to fulﬁll
their God-given talents
and reach the top of
their potential.
53

learner:
The teacher is
responsible for
causing the student
to learn
54

Conclusion
The law of the learner is the
building block upon which
every other law is built.
For teachers the commitment
and responsibility this
requires is foundational to
their call and work.
55

Following is he story of Teddy Stallard -
a lesson in being a teacher. It is quite a
long read and is located at various
places on the internet - this version was
taken from http://
www.pattishomepage.com/read/
teddy.htm. It is also found in The 7
Laws of the Learner on Pages 38-41
56

Elizabeth Silance Ballard
Teddy's letter came today, and now that I've read it, I will place it in
my cedar chest with the other things that are important in my life. "I
wanted you to be the ﬁrst to know." I smiled as I read the words he
had written and my heart swelled with a pride that I had no right to
feel.
I have not seen Teddy Stallard since he was a student in my 5th
grade class, 15 years ago. It was early in my career, and I had only
been teaching two years. From the ﬁrst day he stepped into my
classroom, I disliked Teddy. Teachers (although everyone knows
differently) are not supposed to have favorites in a class, but most
especially are not supposed to show dislike for a child, any child.
57

Nevertheless, every year there are one or two children that one
cannot help but be attached to, for teachers are human, and it is
human nature to like bright, pretty, intelligent people, whether they
are 10 years old or 25. And sometimes, not too often, fortunately,
there will be one or two students to whom the teacher just can't seem
to relate.
I had thought myself quite capable of handling my personal feelings
along that line until Teddy walked into my life. There wasn't a child I
particularly liked that year, but Teddy was most assuredly one I
disliked. He was dirty. Not just occasionally, but all the time. His hair
hung low over his ears, and he actually had to hold it out of his eyes
as he wrote his papers in class. (And this was before it was
fashionable to do so!) Too, he had a peculiar odor about him which I
could never identify. His physical faults were many, and his intellect
left a lot to be desired, also.
58

By the end of the first week I knew he was hopelessly behind the
others. Not only was he behind; he was just plain slow! I began to
withdraw from him immediately.
Any teacher will tell you that it's more of a pleasure to teach a bright
child. It is definitely more rewarding for one's ego. But any teacher
worth her credentials can channel work to the bright child, keeping
him challenged and learning, while she puts her major effort on the
slower ones. Any teacher can do this. Most teachers do it, but I
didn't, not that year. In fact, I concentrated on my best students and
let the others follow along as best they could. Ashamed as I am to
admit it, I took perverse pleasure in using my red pen; and each time
I came to Teddy's papers, the cross marks (and they were many) were
always a little larger and a little redder than necessary. "Poor work!" I
would write with a flourish.
59

While I did not actually ridicule the boy, my attitude was obviously
quite apparent to the class, for he quickly became the class "goat", the
outcast -- the unlovable and the unloved. He knew I didn't like him,
but he didn't know why. Nor did I know -- then or now -- why I felt
such an intense dislike for him. All I know is that he was a little boy
no one cared about, and I made no effort in his behalf.
The days rolled by. We made it through the Fall Festival and the
Thanksgiving holidays, and I continued marking happily with my
red pen. As the Christmas holidays approached, I knew that Teddy
would never catch up in time to be promoted to the sixth grade level.
He would be a repeater. To justify myself, I went to his cumulative
folder from time to time. He had very low grades for the ﬁrst four
years, but not grade failure. How he had made it, I didn't know. I
closed my mind to personal remarks.
60

First grade: Teddy shows promise by work and attitude, but has poor
home situation.
Second grade: Teddy could do better. Mother terminally ill. He
receives little help at home.
Third grade: Teddy is a pleasant boy. Helpful, but too serious. Slow
learner. Mother passed away at end of year.
Fourth grade: Very slow, but well-behaved. Father shows no interest.
Well, they passed him four times, but he will certainly repeat ﬁfth
grade! "Do him good!" I said to myself.
61

And then the last day before the holiday arrived. Our little tree on
the reading table sported paper and popcorn chains. Many gifts were
heaped underneath, waiting for the big moment. Teachers always get
several gifts at Christmas, but mine that year seemed bigger and
more elaborate than ever. There was not a student who had not
brought me one. Each unwrapping brought squeals of delight, and
the proud giver would receive effusive thank-you's.
His gift wasn't the last one I picked up; in fact it was in the middle of
the pile. Its wrapping was a brown paper bag, and he had colored
Christmas trees and red bells all over it. It was stuck together with
masking tape. "For Miss Thompson -- From Teddy" it read. The
group was completely silent, and for the ﬁrst time, I felt conspicuous,
embarrassed because they all stood watching me unwrap that gift.
62

As I removed the last bit of masking tape, two items fell to my desk;
a gaudy rhinestone bracelet with several stones missing and a small
bottle of dimestore cologne -- half empty. I could hear the snickers
and whispers, and I wasn't sure I could look at Teddy. "Isn't this
lovely?" I asked, placing the bracelet on my wrist. "Teddy, would you
help me fasten it?" He smiled shyly as he ﬁxed the clasp, and I held
up my wrist for all of them to admire. There were a few hesitant oohs
and aahs, but as I dabbed the cologne behind my ears, all the little
girls lined up for a dab behind their ears. I continued to open the
gifts until I reached the bottom of the pile. We ate our refreshments
and the bell rang. The children ﬁled out with shouts of "See you next
year!" and "Merry Christmas!" but Teddy waited at his desk.
63

When they had all left, he walked toward me, clutching his gift and
books to his chest. "You smell just like Mom," he said softly. "Her
bracelet looks real pretty on you, too. I'm glad you liked it." He left
quickly. I locked the door, sat down at my desk, and wept, resolving
to make up to Teddy what I had deliberately deprived him of -- a
teacher who cared.
I stayed every afternoon with Teddy from the end of the Christmas
holidays until the last day of school. Sometimes we worked together.
Sometimes he worked alone while I drew up lesson plans or graded
papers. Slowly but surely he caught up with the rest of the class.
Gradually, there was a definite upward curve in his grades. He did
not have to repeat the fifth grade. In fact, his final averages were
among the highest in the class, and although I knew he would be
moving out of the state when school was out, I was not worried for
him.
64

Teddy had reached a level that would stand him in good stead the
following year, no matter where he went. He enjoyed a measure of
success, and as we were taught in our teacher training courses,
"Success builds success."
I did not hear from Teddy until seven years later, when his ﬁrst letter
appeared in my mailbox:
Dear Miss Thompson,
I just wanted you to be the ﬁrst to know. I will be graduating second
in my class next month.
Very truly yours,
Teddy Stallard
65

I sent him a card of congratulations and a small package, a pen and
pencil gift set. I wondered what he would do after graduation. Four
years later, Teddy's second letter came:
Dear Miss Thompson,
I wanted you to be the ﬁrst to know. I was just informed that I'll be
graduating ﬁrst in my class. The university has not been easy, but I
liked it.
Very truly yours,
Teddy Stallard
66

I send him a good pair of sterling silver monogrammed cuff links
and a card, so proud of him I could burst! And now today -- Teddy's
third letter:
Dear Miss Thompson,
I wanted you to be the ﬁrst to know. As of today, I am Theodore J.
Stallard, M.D. How about that? I'm going to be married in July, the
27th, to be exact. I wanted to ask if you could come and sit where
Mom would sit if she were here. I'll have no family there as Dad died
last year.
Very truly yours,
Teddy Stallard
67

I'm not sure what kind of gift one sends to a doctor on completion of
medical school and state boards. Maybe I'll just wait and take a
wedding gift, but my note can't wait:
Dear Ted,
Congratulations! You made it, and you did it yourself! In spite of
those like me and not because of us, this day has come to you. God
bless you. I'll be at that wedding with bells on!
Elizabeth Silance Ballard
68

learner:
69

learner:
The teacher is
responsible for
causing the
69

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